{"title":"Improvising for the test: Influences of graded music examinations on the teaching and learning of improvisation within studio lessons","authors":"Patrick Olsen","doi":"10.1177/02557614251338549","DOIUrl":null,"url":null,"abstract":"Graded music examinations have been a global enterprise as well as a rite-of-passage for music students since the end of the 19th century. Recently, the exams have expanded from their core of Western classical genre to include newer styles with options for improvisation. This research article investigates the influence of these examinations on the teaching and learning of improvisation within instrumental music lessons. Through a case study approach, the study examines how pedagogical practices surrounding improvisation are shaped by the pressures of assessment. Observations of weekly lessons reveal a significant shift in teaching strategies as exam dates approach, transitioning from open-ended exploration to a narrowed focus on specific skills required for success in examinations. The findings highlight the necessity of clear feedback from examiners to enhance the learning experience. Additionally, teachers are encouraged to reconsider the intended audiences of improvisation, balancing examiner expectations with the creative expressions valued by broader concert audiences.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"9 1","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02557614251338549","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Graded music examinations have been a global enterprise as well as a rite-of-passage for music students since the end of the 19th century. Recently, the exams have expanded from their core of Western classical genre to include newer styles with options for improvisation. This research article investigates the influence of these examinations on the teaching and learning of improvisation within instrumental music lessons. Through a case study approach, the study examines how pedagogical practices surrounding improvisation are shaped by the pressures of assessment. Observations of weekly lessons reveal a significant shift in teaching strategies as exam dates approach, transitioning from open-ended exploration to a narrowed focus on specific skills required for success in examinations. The findings highlight the necessity of clear feedback from examiners to enhance the learning experience. Additionally, teachers are encouraged to reconsider the intended audiences of improvisation, balancing examiner expectations with the creative expressions valued by broader concert audiences.
期刊介绍:
The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.